SIOP Lesson Plan Template (Modified)

Date: 4/20/2016
Grade/Class/Subject: Second Grade/Mrs. Kassay/Writing
Unit/Theme: Personal Narratives
Lesson Topic: Descriptive Words. How can I incorporate descriptive words in my
writing?
State Standards:

Standard: 3. Writing and Composition

1. Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use temporal words to signal
event order, and provide a sense of closure. (CCSS: W.2.3)

WIDA Standards:

EnglishLanguageDevelopmentStandard2
Englishlanguagelearnerscommunicateinformation,ideasandconceptsnecessaryforacademic
successinthecontentareaofLanguageArts
Content Objective: By the end of this lesson students will demonstrate their
knowledge of descriptive words by writing a paragraph describing a butterfly they
colored.
Language Objective: By the end of this lesson, students will demonstrate their
understanding of the key vocabulary by completing a graphic organizer and orally
presenting their paragraph in front of the class.
Key Vocabulary: Descriptive, Detail, Transition Words (Connectors), Conclusion
Supplementary Materials: Butterfly Worksheet, Graphic Organizer
Higher Order Questions: What is descriptive writing? How can I include more
detail into my writing? What are transition words and when is it appropriate to use
them?
Time:

5 mins

Lesson Sequence / Activities

I have to teach this lesson in small groups during centers so I
only have 20 minutes for my lesson.
Motivation:
First I will ask students about their personal narratives they have been
working on and what they are supposed to include in their writing.
(They have briefly talked about the key vocabulary) Then, without

5 mins

10 mins
5 mins

telling the students why, I will have them color a picture of a butterfly.
They can color it anyway they want to.
Presentation:
Once students are done coloring their butterflies (They will only have 5
minutes due to time constraints) I will explain to them why I had them
color that. I will then show them the graphic organizer they will be
filling out. This is when I will bring in the key vocabulary. I will explain
the vocabulary as well as give examples. (I will have colored my own
butterfly, filled out a graphic organizer, and written a descriptive
paragraph to share with them). They will use the graphic organizer to
brainstorm 3 ideas to describe the butterfly. To scaffold their thinking, if
needed, I will provide frameworks for them for each box. For example, I
could have them write about the butterflys upper wings in one box,
lower wings in box 2, and its body in box 3. They will have to write their
ideas in complete sentences while also using transition words. Some
transition words and examples are provided for them on the graphic
organizer. If there is time I will have students go back and re-write their
ideas in paragraph form. (I dont think we will have time for this.) Then,
I will display each butterfly picture for all the students to see. Students
will then read their descriptive writing piece aloud to their peers and
the peers will try and guess what butterfly it is.
Practice and Application:
Have students fill out graphic organizer and present their descriptive
writing to the class.
Review and Assessment:
Go back and review some of the students descriptive writing. Ask
students what details helped them figure out which butterfly piece they
were describing?
Extension:
SIOP Features

Preparation
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Adaptation of content
Links to background
Links to past learning
Strategies incorporated

Integration of Processes
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Reading
Writing
Speaking
Listening

Scaffolding
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Modeling
Guided practice
Independent practice
Comprehensible Input

Application
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Hands-on
Meaningful
Linked to objectives
Promotes engagement

Group Options
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Whole class
Small groups
Partners
Independent

Assessment
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Individual
Group
Written
Oral

Reflections:

Butterfly Shape

Name________________________

Ide
a
1

__________________________

_______________________________

Idea
2

______________________
______________________________

Tell me more

Tell me more

Detail _________________________________
______________________________

Detail

________________________________________

____________________________________

Detail _________________________________
______________________________

Detail

________________________________________

____________________________________

Ide
a
3

Conclusion

______________________
_____________
________________________________________

_____________

Tell me more

____________________________________

Detail _________________________________

____________________________________

________________________________________
Detail _________________________________
________________________________________

First
To begin with
To start with

CONNECTORS
For instance
In addition
Second

HERE ARE SOME HIGH

FLYING WAYS TO START
YOUR CONCLUSION
In summary
I think..
In conclusion..
As you can see

Third
Also
In addition to